COURSE SYLLABUS: Theory and Technique of Clinical Practice: Family Systems California School of Professional Psychology Alliant International University San Francisco Campus COURSE INFORMATION Course Title: Theory & Technique: Family Systems Course Number: PSY7504, Sec A2 Units: 3 Course Website: http://elearning.alliant.edu School: California School of Professional Psychology Term & Year: Fall Semester, 2009 Day/Time: Monday 9:00 – 11:50 Room: 286 Instructor: Shawn V. Giammattei, PhD Email: sgiammattei.rockway@alliant.edu Phone: 415.955.2089 or 415.722.7134 Office Hours: Virtual Office Hours + by appointment (Monday, Thursday or Friday) Grading Option: Letter Grade Prerequisite Skills: Have completed and passed PSY 6518 I. Rationale The PsyD and PhD clinical psychology programs are organized t o enable students to build sequentially on knowledge and skills. This course is part of the PsyD/P.D shared curriculum. In their training students are expected to develop competence in multifaceted multimodal intervention. This course addresses theory and techniques of family therapy. In the course, students draw upon intervention skills and knowledge obtained in the previous training and build on them. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course helps in the fulfillment of the following PsyD program learning outcomes: 1. To develop student/graduates who demonstrate competence in (A) relationship, (B) assessment, (C) intervention. 2. To develop student/graduates who have the knowledge, skills and attitudes necessary to function professionally in a multicultural society. 3. To develop students/graduates who have professional problem solving skills and attitudes essential for lifelong learning and scholarly inquiry. 4. To develop students/graduates who use ethical principles and legal standards as guides for professional practice, and self-evaluation as a basis for professional growth. 5. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving contexts This course helps in the fulfillment of the following PhD program learning outcomes: 1. To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing efficacious interventions with diverse clients across a range of settings 2. To integrate research finding and clinical literature with clinical practice. 3. To develop an understanding of psychopathology and psychological assessment and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse populations. 4. To develop an understanding of the efficacy and modes of application of psychological interventions in a variety of settings with diverse populations. 5. To prepare students to be ethical and responsible professional psychologists who are committed to lifelong learning and productivity 6. To develop an understanding of the legal, ethical, and professional principles of clinical psychology and how to apply these principles in research and practice. II. Course Description, Goals, Student Learning Outcomes and Assessment: A. Course Description This course is an in-depth examination of traditional, postmodern, and evidence-based family systems theories and techniques as applied to families, couples, and individuals. It will emphasize both theory and basic intervention skills, and will include extensive use of video and role-play examples. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally based values and issues are also addressed. Topics include: structural, strategic, narrative and other systemic theories and techniques, the family life, non-traditional families, ethnic issues, and family diagnosis and assessment. 1. Purpose of the Course This course prepares students to appreciate the various theories, models, and therapies of family and couple functioning, and to practice the interventions and techniques that arise from these differing theoretical positions. Students will also learn to recognize and address issues of diversity and family of origin influences that may impact their evaluation and treatment of clients. 2. Specific Learning Outcomes Upon successful completion of the course, students will be able to: 1. Distinguish among the various systemic theories and concepts discussed in class. 2. Develop clear, concise, and appropriate conceptualizations and interventions from the various theoretical approaches based on written and videotaped clinical material. 3. Reflect on how his/her own experience of and beliefs regarding issues of age, gender, class, culture, race, ethnicity, religion, sexual orientation, and disability influence their reaction to and clinical treatment of clients. 4. Articulate legal and ethical issues related to the treatment of couples and families. 5. Identify and discuss current evidence-based practice research related to family and couple therapy. 6. Begin to think like a family systems therapist and know how and when to use several systemic techniques. 3. Instructional Strategy The instructional strategies used in this course include multiple formats including class lecture, role-plays, video/films, class presentation, and discussion. We will also be taking advantage of our virtual classroom on Moodle at a minimum to access readings and the instructor’s virtual office. 4. Class Component on Multicultural and International Issues Cultural and ethnic issues will be infused throughout the class through the use of video, readings, class discussions, role-plays, and exercises. Special topics will discuss working with families from differing ethnic, cultural, SES, sexual orientation, gender identity backgrounds. Students will be expected to be able to place themselves in a social matrix and explore how that will impact their work with families from different social contexts. Description of Course Requirements and Assessment Methods A. Assignments: Participation and Attendance (10%): Students are expected to participate in class consistently and thoughtfully. Students may contribute to discussions related to course readings, didactic material presented in class, videotaped case analyses, etc. Students are expected to maintain high standards of respectfulness, professionalism, and discretion in exchanges with peers and faculty. More than two absences from class without making up your work will result in failure for the course. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Level of Engagement in Class Student proactively contributes to class by offering ideas and asking questions more than once per class Student proactively contributes to class by offering ideas and asking questions once per class Student rarely contributes to class by offering ideas and asking questions. Student only contributes to class at teacher's instigation. In text-based discussions, gives evidence and makes inferences Uses evidence in the text to create a new idea or draw connections among ideas Uses evidence in the text to expand on, analyze, or critique an idea. Locates evidence in support of an idea under discussion. Cannot locate evidence in support of an idea under discussion. Listening Skills Student listens when others talk both in groups and in class. Student incorporates or builds off of ideas of others. Student listens when others talk, both in groups and in class. Student seldom listens when others talk, both in groups and in class; sometimes interrupts or dominates. Student rarely listens when other talk, both in groups and in class; frequently interrupts or dominates Deepening the Learning Able to ask a question that connects the current discussion to bigger themes or ideas; connects the ideas of several participants. Able to ask a question that relates the current discussion to previous discussions. Able to ask a question that stimulates others to respond at a deeper level in the current discussion; asks questions to clarify what Unable to generate meaningful questions. someone has said. Preparation Student is almost always prepared for class with assignments and required class materials. Student is usually prepared for class with assignments and required class materials. Student is seldom prepared for class with assignments and required class materials. Student is rarely if ever prepared for class with assignments and required class materials. Points 17-20 11-16 5-10 0-4 Genoqram Assignment (10%): Students will construct a current genogram of their family of origin including at least three generations using instructions and guidelines provided in class. The genogram will be graded based on the student's ability to accurately and neatly create a genogram. lnclude the following information when pertinent (and only if you are comfortable in sharing the information with me): - Significant dates (births, deaths, marriages, divorces, etc.) - Medical history (name the illness, especially if they died) - Psychiatric history (e.g , DSM-IV categories) - Alcohol or drug abuse - Ethnic or cultural background and migration date - Religion or religious change - Education - Occupation, unemployment, disability income (e.9., SSl, or SSDI) - Behavioral problems (eating disorders, delinquency) - Trouble with the law (prison, jail, DUI's) - Physical or sexual abuse or incest - Dates when family members left home: LH '92 - Current location of family members Using your genogram, write brief answers to the following questions. Your answers to these questions will be used to write your genogram/social matrix paper. • What have been the most noteworthy intergenerational patterns influencing my life and professional development over time? • What have been/are the most significant interactional patterns influencing my life and professional development over time? • What have been the most transformative events influencing my life and professional development over time? • How might the above affect my clinical work with couples and families, both beneficially and problematically? NOTE: Out of respect for possible needs for privacy, students may choose to use a family other than their own, such as a couple or family from a book, movie, play, etc. Students must obtain approval ahead of time for using a family other than their own. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Genogram Construction (15 pts) Genogram is rich with information; accurately and creatively drawn; easy to read Genogram contains most significant information; 1-2 minor errors in construction; little difficulty in reading Genogram lacks some significant information; 2-3 majr errors in construction; some difficulty in reading Genogram lacks significant information; has 4+ major errors in construction; very difficult to read Points 12-15 8-11 4-7 0-3 Reflection Questions (5 pts) Answers thoroughly and completely addresses questions; indicates excellent capacity for selfreflection Answers address most of the questions, albeit sometimes incompletely or somewhat unsubstantially; shows good capacity for selfreflection Answers address questions in a haphazard or superficial fashion; shows marginal capacity for self- reflection Answers do not address questions in any meaningful fashion; shows poor capacity for self- reflection Points 5 3-4 1-2 0 Social Matrix Assignment (10%): Students will create a social matrix of their family of origin (or the family they used for their genogram assignment) and a clinical family or individual. If students are not currently working with clients, they should select a person or family that is not related to them that they know quite well or have a lot of information about. The Social Matrix will be graded based on the student's ability to accurately and neatly create a social matrix and complete the information sheet. 1. Refer to the diagram in Kliman 2008 "lntersecting Domains of Privilege and Marginalization: Locating Oneself in a Social Matrix", which considers the many, intersecting social domains or contexts (e.g., gender, sexual orientation, social class history, race, religion, etc.) that affect your own family members and the family members of an individual or family. 2. For each member of the clinical family (or members of an individual client's family), fill out one copy of the social matrix diagram with your best (subjective) understanding of each member's place in the social matrix, i.e., how close you think he/she is to the center (e.g., as a member of a dominant or privileged group) or to the margins (as a member of a marginalized or subjugated group) for each social axis. Use more copies of the matrix if needed for a larger family. The more marginalized one is, the further from the center and closer to the outer margin for any domain, and the more privileged, the closer to the center. Connect the nodes on each axis and shade inside the lines, as in the sample diagrams of a hypothetical family, attached. 3. Since you can't know where each person "truly belongs" along each axis, make your best judgment. Hand in the diagram of the clinical family, disguising all names, workplaces, and other identifying information. Neatly fill in relevant data next to the domain heading, e.g., "teacher," "Irish-American & Italian American," parents refugees from El Salvador," etc. Be sure to follow the instructions on the worksheet, which includes pre-established scores on some domains, but not on others. • Note that distance from the center is determined not by whether the individual is in the minority in relation to a particular domain, but rather whether that individual is marginalized (at or near the margins) in that domain (e.g., the extremely wealthy are in the minority, but not marginalized.) One individual may have considerable privilege (centrality) in some domains and be marginalized in others. Notice how the patterns of marginalization and privilege for each family member compare. At times, you will have a mixed status (e.g., one may be quite marginalized nationwide in a given domain, but not particularly marginalized in one's own community; in such a case, show both positions, and include an explanation on the matrix figure. 4. Be sure to include some explanatory text, neatly written, next to each domain, e.g., under "Family Im/migration History/ # of Generations in the Country" write countries of origin & how many generations (if any) since immigration. That way, I can understand on what basis you place people on the matrix figures. 5. Repeat the above process for the members of your own immediate family of origin, including yourself, to the best of your knowledge and judgment. Note how patterns of marginalization and privilege for each family member compare to each other and to members of the clinical family. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Social Matrix Construction (15 pts) Social Matrices are rich with information; accurately drawn; labeled & easy to read; includes all significant family members Social Matrices contains most significant information; 1-2 minor errors in construction; little difficulty in reading; includes most significant family members Social Matrices lack some significant information; 2-3 major errors in construction; some difficulty in reading; includes few significant family members Social Matrices lacks significant information; has 4+ major errors in construction; very difficult to read; includes no significant family members Points 12-15 8-11 4-7 0-3 Matrix Worksheet (5 pts) Answers thoroughly and completely addresses questions Answers address most of the questions, albeit sometimes incompletely Answers address questions in a haphazard or superficial fashion. Answers do not address questions in any meaningful fashion. Points 5 3-4 1-2 0 Genogram /Social Matrix Paper (15%) This assignment asks you to think systemically about your clinical work with a family or with an individual client about whose family you know a reasonable amount. It also asks you to explore how the intersections of the different domains of relative privilege or marginalization for your own family of origin shape your own operating assumptions and beliefs about family life, how those domains of your own family's relative privilege or marginalization influence how you see the client family, and the nature of your clinical work with the individual or family. It also asks you to consider how the clinical family's operating assumptions, influenced by those family members' positions in the social matrix, might differ from your own family's positions. 1. Write an 8 page (tops!) double-spaced, typed paper (excluding diagrams) about how you think the different intersections of relative privilege or lack thereof, within the clinical family and between them and your own family may affect the following: • Different expectations and beliefs (narratives) about family life within the clinical family that are relevant to the clinical work - what do they and you think is "healthy" or "appropriate or a strength, problem, or weakness?" How do your respective family backgrounds and social contexts influence your own beliefs, as well as the family beliefs? • Moments in your therapeutic relationship with the client or client family which you think may have involved misunderstandings based on the above differences, or which challenged your assumptions about the clinical family (e.g., about what constitutes "healthy" family relationships between the generations or genders, the "healthiness" of family members' relative independence or interdependence, their expression or restraint of emotion, or the role of spirituality in families). • Integrate your answers to the questions from your family genogram. What are the intergenerational, interactional patterns, transformative events, that have influenced my life and professional development and how might the above affect my clinical work with couples and families, both beneficially and problematically? 2. How has doing this assignment led you to think differently about the clinical family (or your own) in any way, or to be curious about them in a new way? Explain. • Explicitly distinguish between your beliefs, assumptions, conjectures client reports, and facts. Focus on relationships, rather than reported or perceived characteristics of individual family members. • IMPORTANT: You are required to hand in diagrams for yourself and for all (or, in large families, at least some representative) members of the clinical family. It is recommended but not required that you also hand in the diagrams for the other members of your own family. You are required to write about your own family's social locations (see below) in terms of how those locations might affect your clinical work with your client family. This includes addressing domains you may not usually consider for yourself, including your family's ethnicity(ies) and educational levels. The paper is incomplete without diagrams for yourself and for each member of your client family, and without accompanying descriptors that inform your placement of each person in each domain. I read the diagrams first, in order to understand the social context for both families, before reading your paper. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Genogram/Social Matrix Paper Paper is particularly thoughtful and well-written; thoroughly and completely addresses questions; is very clear and organized; indicates excellent capacity for selfreflection Paper is thoughtful and well-written; addresses most of the questions, albeit sometimes incompletely or somewhat unsubstantially; has minor problems with clarity and organization; shows good capacity for selfreflection Paper is marginally thoughtful and written; addresses questions, in a haphazard or superficial fashion; is unclear and/or disorganized; shows marginal capacity for selfreflection Paper is mechanical and poorly written; does not address questions in any meaningful fashion; is very unclear and/or disorganized; shows poor capacity for selfreflection Points 17-20 11-16 5-10 0-4 lntervention Paper (20% ): In this paper, student’s will describe how they would work with the KING FAMILY, a case description to be distributed in class, or the family depicted in the movie “What’s Eating Gilbert Grape?” As a theoretical framework, choose between strategic, structural, or Bowenian therapy (choose one!). The intervention paper should include some word for word interventions and demonstrate your knowledge and understanding of the material as well as your ability to make effective and appropriate applications from the theory to clinical practice. The paper should be 6 – 8 pages double spaced. • If you choose the movie, your scenario is that the family has been mandated into treatment by CPS due to concerns of child neglect after Leonardo di Caprio’s final climb up the town tower. For purposes of the paper, imagine the movie stops after the final conversation between the oldest son and the mother in the family. Be sure to address the following issues: • How would the assumptions in the model shape your work with this family? • Which family members would you want participating in therapy and why? • What feelings about family members arise as you read the case description or watch the film? How would these responses assist or interfere with your work? • How would you describe the problem(s) affecting this family? • What hypotheses do you have about the origin of the problem(s) and what maintains it in the present? • How would you think about engaging the members of the family? • What would you actually “do” as the therapist? (This depends on the theory you use.) Be specific in describing the interventions you would initiate. Somewhere in your paper include a word-for-word communication to the family that reflects a significant intervention and/or homework assignment. • Be sure to consider how you would address the presenting problem (and the CPS mandate). • How do you envision change occurring within this approach? • What complications could you see arising in work with this family and how would you handle them? • How will you and the family know you are finished? • What aspects of the model appeal to you and what aspects don’t fit as well? These questions are intended to assist you in creating a coherent paper. Please do not simply answer these as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Clinical appropriateness Interventions are highly appropriate respectful of clients; accurately and wellconstructed Interventions are appropriate; indicates minor criticalness/blame towards client; contains minor errors in construction. Interventions are somewhat inappropriate; indicates considerable criticalness/blame towards clients; contains 1 major error in construction. Interventions are inappropriate; indicates alarming and potentially damaging effects on clients; contains 2+ major errors in construction appropriateness Creativity Interventions are extremely creative, especially in addressing clients’ idiosyncratic and diversity issues. Interventions are creative and adequately address uniqueness of clients Interventions are simplistic and only marginally address diversity issues Interventions are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Interventions are particularly wellconceptualized within the given theoretical framework, reflecting an Interventions are wellconceptualized, reflecting a good but not completely accurate or in- Interventions are marginally wellconceptualized, reflecting gaps in accuracy or substance of theoretical Interventions are poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical accurate and substantial grasp of material depth grasp of material material material Points 34-40 21-33 9-20 0-8 Reaction Papers (3 papers, 5% each) Write 3 different reaction papers to assigned DVDs. They should be two pages double spaced, and be based on your own personal reactions one of the weekly DVDs. Clarity of ideas and integration with the topic will be taken into consideration. • In place of two reaction papers, students may opt to present a chapter from the text to the class on the day that the chapter is due. Presentation should be approximately 15-20 minutes and include questions for the class that facilitate a discussion about the topic (10%). Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Reactions Papers to DVDs Paper is particularly thoughtful and well-written; is very clear and organized; indicates excellent capacity for selfreflection Paper is thoughtful and well-written; has minor problems with clarity and organization; shows good capacity for selfreflection Paper is marginally thoughtful and written; is unclear and/or disorganized; shows marginal capacity for selfreflection Paper is mechanical and poorly written; is very unclear and/or disorganized; shows poor capacity for selfreflection Points 9-10 6-8 3-5 0-2 In Class Presentations of book Chapters Presentation is extremely wellstructured; easily followed and understood; covers all major points in considerable depth and breadth Presentation is well-structured; minor confusing or tangential statements made, covers most key areas, albeit some lacking in depth and/or breadth Presentation is awkwardly structured; is sometimes confusing and/or tangential, covers most major points, albeit quite superficially Presentation is rambling, incoherent, confusing, and/or difficult to follow; major points are omitted and/or are significantly lacking in depth and/or breadth Points 17-20 11-16 5-10 0-4 Final Paper (20%): There are two options for the final paper. The paper should be 8-10 pages double-spaced and is due the last day of class. If you want me to review your paper for feedback, please turn it in several weeks ahead of time so I can get it back to you in time for you to make changes before it is due. Paper #1 Choose a Hollywood movie that involves a family and family interactions (you will need to discuss which movie you are using ahead of time). In this paper, describe how you would work with the family depicted in the movie using emotionally-focused therapy, feminist family therapy, solutionfocused therapy, or narrative therapy. • How would the assumptions of the model shape your work with this family? • Which family members would you want participating in therapy and why? • What feelings about family members arise as you watch the film? How would these responses assist or interfere with your work? • How would you understand the problem(s) affecting this family? • How would you think about engaging the members of the family? • What would you actually “do” as the therapist? (This depends on the theory you use.) Be specific in describing the interventions you would initiate. Somewhere in your paper include a word-for-word communication to the family that reflects a significant intervention and/or homework assignment. This could be in the form of a therapy transcript, letter, or communication from a therapy team observing the family. • How do you envision change occurring within this approach? • What complications could you see arising in work with this family and how would you handle them? • How will you and the family know you are finished? • What aspects of the model appeal to you and what aspects don’t fit as well? These questions are intended to assist you in creating a coherent paper. Please do not simply answer these as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Clinical appropriateness Interventions are highly appropriate respectful of clients; accurately and well- Interventions are appropriate; indicates minor criticalness/blame towards client; Interventions are somewhat inappropriate; indicates considerable Interventions are inappropriate; indicates alarming and potentially constructed contains minor errors in construction. criticalness/blame towards clients; contains 1 major error in construction. damaging effects on clients; contains 2+ major errors in construction appropriateness Creativity Interventions are extremely creative, especially in addressing clients’ idiosyncratic and diversity issues. Interventions are creative and adequately address uniqueness of clients Interventions are simplistic and only marginally address diversity issues Interventions are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Interventions are particularly wellconceptualized within the given theoretical framework, reflecting an accurate and substantial grasp of material Interventions are wellconceptualized, reflecting a good but not completely accurate or indepth grasp of material Interventions are marginally wellconceptualized, reflecting gaps in accuracy or substance of theoretical material Interventions are poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical material Points 34-40 21-33 9-20 0-8 Paper #2 In this paper, relate the ideas in this course to your own family of origin and its influences on you as a family therapist. Some areas to consider include: • What are some of the dominant discourses and cultural stories that shaped your family? • In what ways are you influenced by these stories, experiences and discourses? In what ways have you sought out alternative discourses? • How has your understanding of your family “story” (or stories) changed during your life? • How does your experience of your own family influence the kind of work you would want to do with families? • What practices within your family would you want to carry forward with you into your life and work? What would you prefer to leave behind? • What theory in the course led to the best understanding of your own family and why? Blend these areas into the paper rather than answering them as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Self –Reflection Discussion thoroughly and completely addresses questions; indicates excellent capacity for selfreflection Discussion address most of the questions, albeit sometimes incompletely or somewhat unsubstantially; shows good capacity for selfreflection Discussions address questions in a haphazard or superficial fashion; shows marginal capacity for self- reflection Discussions do not address questions in any meaningful fashion; shows poor capacity for self- reflection Cultural Awareness Answers are extremely thoughtful, especially in addressing idiosyncratic and diversity issues. Answers are thoughtful and adequately address diversity issues Answers are simplistic and only marginally address diversity issues Answers are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Discussion is particularly wellconceptualized within the given theoretical framework, reflecting an accurate and substantial grasp of material Discussion is wellconceptualized, reflecting a good but not completely accurate or indepth grasp of material Discussion is marginally wellconceptualized, reflecting gaps in accuracy or substance of theoretical material Discussion is poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical material Points 34-40 21-33 9-20 0-8 a. Course Grading System: Grading and Evaluation: 10% Participation and Attendance 10% Genogram Assignment 10% Social Matrix Assignment 15% Social Matrix / Genogram Paper 15% Reaction Papers / Chapter Presentation 20% Intervention Paper 20% Final Paper . 100% Grades: A 100-93 A- 92-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 F 72 and below 5. Grading Rubrics (In General): 1. EXEMPLARY: Students receiving A's will demonstrate excellence by fully and creatively fulfilling the major learning objectives, along with clear, organized, and succinct written presentations. Knowledge, comprehension, applications, synthesis, analysis, and critical thinking will all be factors considered in the final grade. Self- observing skills will be strongly in evidence in relevant course assignments. Thoughtful integration of awareness of diversity factors and case materials will be evident in course examinations. Students will also demonstrate completion of readings and thoughtful observations in class discussions, which contribute to the development of conversation and also acknowledge the contribution of others. 2. PROFICIENT; Students receiving B's will demonstrate a fundamental mastery of the critical course concepts and methodology in all major areas, with clear and professional written presentations. Achievement of learning objectives will be clearly evident, but the student will not have exceeded the basic course expectations. 3. EMERGING. Students receiving C's will have minimally demonstrated the ability to recognize critical concepts and connect such concepts to clinical data, or observe and document the relationship between different realms of data. There is little evidence of growth in the capacity to self-observe internal reactions. Written presentations are unprofessional, with little evidence of critical review (multiple typos, grammatical errors, confusing sentences, lack of documentation). Class participation is minimal, with minimal efforts to address with instructor. 4. UNACCEPTABLE: Students receiving F's will not have sufficiently demonstrated the ability to recognize critical concepts and connect such concepts to clinical data, nor observe and document the relationship between different realms of data. There is virtually no evidence of growth in the capacity to self-observe internal reactions. Written presentations are unprofessional, with virtually no evidence of critical review (multiple typos, grammatical errors, confusing sentences, lack of documentation). There is virtually no self-initiated class participation, with no efforts to address with instructor. *NOTE Attention in grading will be paid to writing skills. Students can and will be failed for poor writing and conceptualization skills. III. Course Readings and Materials: Required Reading (Texts in Bold): Schwartz R.C. & Nichols, M.P. (2008). Family therapy: Concepts and methods (8th ed.). Boston, MA. Pearson/Allyn & Bacon. Brock, G.W. & Barnard, C.P. (2009). Procedures in marriage and family therapy (4th ed.). Boston, MA. Pearson/Allyn & Bacon. Articles available on e-reserves and on the course website – see course outline Recommended Reading: Bengtson, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook of family therapy & research. Thousand Oaks, CA: Sage Publications. Liddle, H.A., Santisteban, D.A., Levant, R. F,, &Bray, J. H. (Eds.) (2002). Family psychology. Sciencebased interventions. Washington, DC: American Psychological Association. McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms; Assessment and intervention (2nd ed.). New York, NY: W. W. Norton. Thomas, L., et al. (Eds.) (2003) Handbook of family therapy: The science and practice of working with families and couples. New York, NY. Brunner-Routledge Press. Waldegrave, C., Tamasese, K., Tuhaka, F., & Campbell, W. (2003). Just therapy-A journey: A collection of papers from the just therapy team, New Zealand. Adelaide, New Zealand: Dulwich Centre. III. Course Outline Please note: we may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Week 1 August 31 Introduction to the Course Review of the course syllabus and requirements and student introductions Respectful engagement with families Sept 7th No Class Labor Day Holiday THEORETICAL OVERVIEW OF FAMILY THERAPY Week 2 Sept 14th The Historical Context of Family Therapy: Systems Therapy Thinking systems: shifting paradigms. Reading: • Nichols and Schwartz, Chapters 1, 2, & 15 “Ordinary People” Exercise Week 3 Sept 21st Theoretical Basis of Family Therapy: Systems Theory • Nichols & Schwatz, Chapters 3 & 4 • Haley, Conducting the first interview “Ordinary People cont” DVD: the Daughter who said “No” Week 4 Sept 28th Theoretical Basis of Family Therapy: Postmodern Ideas • Nichols & Schwatz, Chapters 11 • William Doherty, Family Therapy Goes Post-Modern • Freedman & Combs, Shifting paradigms & The narrative metaphor DVD: Partners in strength, Freedman and Combs JOINING WITH FAMILIES Week 5 Oct 5th Engaging Families in treatment The Family Lifecycle / Genograms Genogram Exercise Readings: • McGoldrick, M Genograms • Madsen: collaboration is a two way street • Szapocznik, Engagement: How to get the family into therapy • Brock & Barnard - Chapter 2 DVD: TBA Reaction Paper #1 (if doing 3 reaction papers, it would be a good Idea to get one in this week) Week 6 Oct 12th Diversity issues in families/Alternative Family forms • Fish & Harvey: Family therapy and Queer theory in Nurturing Queer youth: Chapter 1 • Green & Mitchell: Lesbian and gay couples • Hardy, Not Quite Home • Hardy, The Psychological Effects of Opression • Boyd-Franklin, Cultural, Racial and Socionomic issues DVD: TBA Genogram Assignment Due Week 7 Oct 19th The Social Context of Families Using the social matrix Assessing Families • Working with multi-stressed families, Chapter 1, Bill Madsen • Focusing Your Wide Angle Lens, Betty Carter • Family Resilience, Froma Walsh • What we see is what we get, Bill Madsen DVD: Helping a child become an adult, Harry Aponte ACTION STRATEGIES WITH FAMILIES Week 8 Oct 26th Bowenian Family Therapy • Nichols & Schwartz – Chapter 5 • Monica McGoldrick, Advances in Coaching DVD: TBA Social Matrix Assignment Due Week 9 Nov 2nd Structural / Strategic Family Therapy: Leadership and Organization • Nichols & Schwartz, Chapters 6 & 7 • Szapocznik, Understanding Families as Structural Systems • Sells, Treating Out of Control Adolescents. DVD: TBA Genogram/Social Matrix Paper Due Week 10 Nov 9th Experiential Family Therapy/Cognitive Behavioral Family Therapy: Attachment and Emotions in Family Therapy • Nichols & Schwartz, Chapter 8 & 10 • Diamond, Attachment based family therapy • Johnson, Introduction to Attachment • Johnson, Emotionally Focused Family Therapy DVD: TBA Week 11 Nov 16th PostModern Ideas: Solution Focused Therapy & Feminist Family Therapy • Nichols & Schwartz, Chapters 12 • Weiner-Davis, In Praise of Solutions • Walters et al, Toward a feminist perspective in family therapy • Sinacore & Enns, Diversity Feminisms • O’Hanlon, The Third Wave DVD: TBA Intervention Paper Due Week 12 Nov 23rd PostModern ldeas II: Narrative Therapy • Nichols & Schwartz, Chapters 13 • White & Epston, Externalizing of the problem • Freeman, Epston, & Lobovits, Thinning the plot, thickening the counterplot • Mary Wylie, Panning for Gold DVD: Sneaky Wee, Michael White Week 13 Nov 30th Integrative Models of Family Therapy • Nichols & Schwartz, Chapters 14 DVD: Magic 1-2-3 Turn in final paper online this week for Review (not required and not graded, I will give feedback and return it to you by Dec 7th) Week 14 Dec 7th Evidence-Based Family Therapy Models & Family Therapy Research • Nichols & Schwartz, Chapters 16 • Szapocznik, BSFT and Overview Reaction Papers due if not already turned in earlier Week 15 Dec 14th Putting it all together/ Final Final Paper Due V. Right to Alter Syllabus This syllabus does not constitute a contract between the instructor and the students in the course. While every effort will be made to present the material as described the instructor retains the right to alter the syllabus for any reason at any time. When such changes are made every effort will be made to provide students with both adequate notification of the changes and to provide them with sufficient time to meet any changes in the course requirements. VI. Course Specific Policies Behavioral Expectations/Attendance A. Attendance, Lateness, Missed Exams or Assignments: Everyone is expected to attend each class. Missing classes will result in a lowered participation grade. a. If the first class session is missed, the instructor may assume that the course has been dropped, so all students need to contact the instructor if they cannot attend or have missed the first class session. b. If you must miss a class, please get the lecture/discussion notes from a classmate and see me to arrange a remediation assignment. Please turn off cell phones and pagers during class or put them on vibrate. More than two absences without completing make-up work will affect your overall grade. c. It is extremely important that students arrive on time to class. Tardiness at the start of the class, as well as after breaks, will result in subtracting points from student's overall performance. Additionally, please avoid being late by planning for possible traffic delays. B. Cancellation of Registration: The University reserves the right to cancel the registration of any student who does not comply with Alliant rules, regulations, or policies including the nonpayment of tuition fees. a. Cancellation of Online Course Registration: Student tuition will not be charged for administrative withdrawal from an online course. The drop will not be reflected on the student transcript. See the University Catalog for the complete policy on attendance C. Grading Policy: Grading in this course is competency based. Assignments are graded as either having demonstrated competence in the area targeted or failing to demonstrate competence. Demonstration of competence will result in a student receiving a “B” in the course. Students who demonstrate particular creativity or competence on their first submission of an assignment will receive an “A”. Students may resubmit a paper on which they receive a grade of “C” or lower two additional times within the semester in order to demonstrate competence. If competence is not demonstrated by the end of the semester, initial grade stands. a. All assignments are due on time. Late assignments will result in a decrease of one letter grade. Late papers or assignments will not be accepted without prior clearance from the instructor. Any assignments turned in late will automatically be lowered one full grade. Assignments are considered late if they are not turned in during the class time on the date the assignment is due. D. Information on Participation/types of participation required by the course: This course requires active participation in discussions and role-plays. We will be working interactively with the theories and interventions presented in class. E. Instructor Assumptions: This course requires a critical, analytic and synthetic approach to the reading. It is assumed that you will complete all of the required readings participate in discussions with an integrative understanding of what you have read. Lectures will provide some guidance and summative material. Interactive e-mail and discussion will give the student access to the instructors’ feedback and knowledge when class is not meeting. a. Read and the study the APA Manual (I will be using the newest version that was just released in my evaluation of your written work). Pay particular attention to the sections that deal with constructing references, headings, how to write and phrase ideas, making tables, etc. This manual is the guide to the creation of all documents at CSPP and in the field of psychology. You must become very familiar with its usage. Remember the APA manual is also a guide that addresses style issues, and goes beyond structure and format. b. The following outlines the specifications for papers. **One-inch margins, a cover sheet in APA form and style, and a page of references. Page numbers should start on the first page. The page numbers should appear on the top right margin without regard to the 1- inch margin rule. Be sure to adhere to the paper length requirement and due dates stated in each learning activity. INFORMATION APPLYING TO ALL COURSES I. Program, Campus, School and University Policies A. Policy on Course Requirements During Religious Holidays: In keeping with the institution’s commitment to respect and affirm cultural, religious, and spiritual diversity, the University supports the rights of students, staff, and faculty to observe religious/cultural/spiritual obligations that conflict with the University’s schedule. Faculty instructors and staff/administrative supervisory personnel are expected to make reasonable accommodations when a student or an employee is absent from class or work because of religious/cultural/spiritual observance. A student who plans to be absent from class because of a religious/cultural/spiritual observance is expected to request accommodations by his/her instructors at least two weeks prior to the date in question, and preferably within the first two weeks of the semester. A student who makes such a request in advance must be given the opportunity to make up the work that was missed, provided that the make-up work does not create an unreasonable burden on the instructor or the University. Students should suffer no adverse or prejudicial effects for missing class when they have given due notice in advance. However, absence from classes or from examinations does not relieve students of the responsibility for meeting the course requirements. This policy does not change existing course or academic program policies with respect to the impact of absences or missed class time on the student’s evaluation. However, instructors are encouraged to consider whether students, who, because of religious/cultural/spiritual observance, miss more than the expected class time, might do so without penalty. It is understood that the instructor’s ability to do this will likely be based on the characteristics and expectations of the particular course and the importance of maintaining the quality of the academic program. B. Responsibility to Keep Copies: Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasion, work may be lost because of computer failure or other mishaps. C. Respectful Speech and Actions: Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. D. Academic Code of Conduct and Ethics: The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the Alliant Catalog. The University reserves the right to use plagiarism detection software. E. Student Disclosure of Personal Information: Students may be required to participate in learning activities that require different levels of self-disclosure. These multiple evaluative areas include but are not limited to, demonstration of sufficient: 1) interpersonal and professional competence; b) selfawareness, self-reflection and self-evaluation; c) openness to processes of supervision; and d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner. (The complete CSPP policy on disclosure of personal information is contained in the Alliant catalogue.) F. Academic Standing: Within CSPP students remain in Good Academic Standing unless they meet one of the following criteria. Students are placed on Warning if they receive 1 grade of C or lower. Students are placed on Probation if they receive 2 Cs or 1 C and 1 D/F in the first 60 units of their program OR 3 Cs or 2 D/Fs and 1 C. Students will be terminated from the program if their GPA falls below a 3.0 or they remain on Probation for 2 consecutive semesters. The complete CSPP Academic Standing policy is contained in the Alliant catalogue. II. Accommodations and Resources A. Disability Accommodations Request: If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services. B. Resources for Obtaining Tutoring or Other Student Support Services:Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. C. Problem Solving Resources: If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdfor
contact the University Ombudsperson at rkunard@alliant.edu.
COURSE SYLLABUS:
Theory and Technique of Clinical Practice:
Family Systems
California School of Professional Psychology
Alliant International University
San Francisco Campus
COURSE INFORMATION
Course Title: Theory & Technique: Family Systems
Course Number: PSY7504, Sec A2
Units: 3
Course Website: http://elearning.alliant.edu
School: California School of Professional Psychology
Term & Year: Fall Semester, 2009
Day/Time: Monday 9:00 – 11:50
Room: 286
Instructor: Shawn V. Giammattei, PhD
Email: sgiammattei.rockway@alliant.edu
Phone: 415.955.2089 or 415.722.7134
Office Hours: Virtual Office Hours + by appointment
(Monday, Thursday or Friday)
Grading Option: Letter Grade
Prerequisite Skills: Have completed and passed PSY 6518
I. Rationale
The PsyD and PhD clinical psychology programs are organized t o enable students to build sequentially on knowledge
and skills. This course is part of the PsyD/P.D shared curriculum. In their training students are expected to develop
competence in multifaceted multimodal intervention. This course addresses theory and techniques of family therapy.
In the course, students draw upon intervention skills and knowledge obtained in the previous training and build on
them.
Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes
(or training goals and objectives).
This course helps in the fulfillment of the following PsyD program learning outcomes:
1. To develop student/graduates who demonstrate competence in (A) relationship, (B) assessment, (C)
intervention.
2. To develop student/graduates who have the knowledge, skills and attitudes necessary to function
professionally in a multicultural society.
3. To develop students/graduates who have professional problem solving skills and attitudes essential for
lifelong learning and scholarly inquiry.
4. To develop students/graduates who use ethical principles and legal standards as guides for professional
practice, and self-evaluation as a basis for professional growth.
5. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations,
across many settings and in changing and evolving contexts
This course helps in the fulfillment of the following PhD program learning outcomes:
1. To prepare students to be effective professional psychologists who are skilled at evaluating psychological
functioning and providing efficacious interventions with diverse clients across a range of settings
2. To integrate research finding and clinical literature with clinical practice.
3. To develop an understanding of psychopathology and psychological assessment and to apply such
knowledge in the evaluation of psychological functioning in a variety of settings with diverse populations.
4. To develop an understanding of the efficacy and modes of application of psychological interventions in a
variety of settings with diverse populations.
5. To prepare students to be ethical and responsible professional psychologists who are committed to lifelong
learning and productivity
6. To develop an understanding of the legal, ethical, and professional principles of clinical psychology and how
to apply these principles in research and practice.
II. Course Description, Goals, Student Learning Outcomes and Assessment:
A. Course Description
This course is an in-depth examination of traditional, postmodern, and evidence-based family
systems theories and techniques as applied to families, couples, and individuals. It will emphasize
both theory and basic intervention skills, and will include extensive use of video and role-play
examples. Ethics in family treatment and tailoring treatment to the needs of the family, particularly
as it applies to culturally based values and issues are also addressed. Topics include: structural,
strategic, narrative and other systemic theories and techniques, the family life, non-traditional
families, ethnic issues, and family diagnosis and assessment.
1. Purpose of the Course
This course prepares students to appreciate the various theories, models, and therapies of family
and couple functioning, and to practice the interventions and techniques that arise from these
differing theoretical positions. Students will also learn to recognize and address issues of diversity
and family of origin influences that may impact their evaluation and treatment of clients.
2. Specific Learning Outcomes
Upon successful completion of the course, students will be able to:
1. Distinguish among the various systemic theories and concepts discussed in class.
2. Develop clear, concise, and appropriate conceptualizations and interventions from the
various theoretical approaches based on written and videotaped clinical material.
3. Reflect on how his/her own experience of and beliefs regarding issues of age, gender,
class, culture, race, ethnicity, religion, sexual orientation, and disability influence their
reaction to and clinical treatment of clients.
4. Articulate legal and ethical issues related to the treatment of couples and families.
5. Identify and discuss current evidence-based practice research related to family and couple
therapy.
6. Begin to think like a family systems therapist and know how and when to use several
systemic techniques.
3. Instructional Strategy
The instructional strategies used in this course include multiple formats including class lecture,
role-plays, video/films, class presentation, and discussion. We will also be taking advantage of our
virtual classroom on Moodle at a minimum to access readings and the instructor’s virtual office.
4. Class Component on Multicultural and International Issues
Cultural and ethnic issues will be infused throughout the class through the use of video, readings,
class discussions, role-plays, and exercises. Special topics will discuss working with families from
differing ethnic, cultural, SES, sexual orientation, gender identity backgrounds. Students will be
expected to be able to place themselves in a social matrix and explore how that will impact their
work with families from different social contexts.
Description of Course Requirements and Assessment Methods
A. Assignments:
Participation and Attendance (10%):
Students are expected to participate in class consistently and thoughtfully. Students may contribute
to discussions related to course readings, didactic material presented in class, videotaped case
analyses, etc. Students are expected to maintain high standards of respectfulness, professionalism,
and discretion in exchanges with peers and faculty. More than two absences from class without
making up your work will result in failure for the course.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Level of
Engagement
in Class
Student proactively
contributes to class
by offering ideas
and asking
questions more
than once per class
Student proactively
contributes to class
by offering ideas
and asking
questions once per
class
Student rarely
contributes to
class by offering
ideas and asking
questions.
Student only
contributes to
class at
teacher's
instigation.
In text-based
discussions,
gives
evidence and
makes
inferences
Uses evidence in
the text to create a
new idea or draw
connections among
ideas
Uses evidence in
the text to expand
on, analyze, or
critique an idea.
Locates evidence
in support of an
idea under
discussion.
Cannot locate
evidence in
support of an
idea under
discussion.
Listening
Skills
Student listens
when others talk
both in groups and
in class. Student
incorporates or
builds off of ideas
of others.
Student listens
when others talk,
both in groups and
in class.
Student seldom
listens when
others talk, both
in groups and in
class; sometimes
interrupts or
dominates.
Student rarely
listens when
other talk, both
in groups and in
class; frequently
interrupts or
dominates
Deepening the
Learning
Able to ask a
question that
connects the
current discussion
to bigger themes or
ideas; connects the
ideas of several
participants.
Able to ask a
question that
relates the current
discussion to
previous
discussions.
Able to ask a
question that
stimulates others
to respond at a
deeper level in
the current
discussion; asks
questions to
clarify what
Unable to
generate
meaningful
questions.
someone has
said.
Preparation
Student is almost
always prepared for
class with
assignments and
required class
materials.
Student is usually
prepared for class
with assignments
and required class
materials.
Student is seldom
prepared for
class with
assignments and
required class
materials.
Student is rarely
if ever prepared
for class with
assignments
and required
class materials.
Points 17-20 11-16 5-10 0-4
Genoqram Assignment (10%):
Students will construct a current genogram of their family of origin including at least three
generations using instructions and guidelines provided in class. The genogram will be graded based
on the student's ability to accurately and neatly create a genogram. lnclude the following information
when pertinent (and only if you are comfortable in sharing the information with me):
- Significant dates (births, deaths, marriages, divorces, etc.)
- Medical history (name the illness, especially if they died)
- Psychiatric history (e.g , DSM-IV categories)
- Alcohol or drug abuse
- Ethnic or cultural background and migration date
- Religion or religious change
- Education
- Occupation, unemployment, disability income (e.9., SSl, or SSDI)
- Behavioral problems (eating disorders, delinquency)
- Trouble with the law (prison, jail, DUI's)
- Physical or sexual abuse or incest
- Dates when family members left home: LH '92
- Current location of family members
Using your genogram, write brief answers to the following questions. Your answers to these
questions will be used to write your genogram/social matrix paper.
• What have been the most noteworthy intergenerational patterns influencing my life and
professional development over time?
• What have been/are the most significant interactional patterns influencing my life and
professional development over time?
• What have been the most transformative events influencing my life and professional
development over time?
• How might the above affect my clinical work with couples and families, both beneficially and
problematically?
NOTE: Out of respect for possible needs for privacy, students may choose to use a family other
than their own, such as a couple or family from a book, movie, play, etc. Students must obtain
approval ahead of time for using a family other than their own.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Genogram
Construction
(15 pts)
Genogram is rich
with information;
accurately and
creatively drawn;
easy to read
Genogram
contains most
significant
information; 1-2
minor errors in
construction; little
difficulty in
reading
Genogram lacks
some significant
information; 2-3
majr errors in
construction;
some difficulty in
reading
Genogram lacks
significant
information; has
4+ major errors in
construction; very
difficult to read
Points 12-15 8-11 4-7 0-3
Reflection
Questions
(5 pts)
Answers
thoroughly and
completely
addresses
questions;
indicates excellent
capacity for selfreflection
Answers address
most of the
questions, albeit
sometimes
incompletely or
somewhat
unsubstantially;
shows good
capacity for selfreflection
Answers address
questions in a
haphazard or
superficial
fashion; shows
marginal capacity
for self- reflection
Answers do not
address
questions in any
meaningful
fashion; shows
poor capacity for
self- reflection
Points 5 3-4 1-2 0
Social Matrix Assignment (10%):
Students will create a social matrix of their family of origin (or the family they used for their genogram
assignment) and a clinical family or individual. If students are not currently working with clients, they
should select a person or family that is not related to them that they know quite well or have a lot of
information about. The Social Matrix will be graded based on the student's ability to accurately and
neatly create a social matrix and complete the information sheet.
1. Refer to the diagram in Kliman 2008 "lntersecting Domains of Privilege and Marginalization:
Locating Oneself in a Social Matrix", which considers the many, intersecting social domains or
contexts (e.g., gender, sexual orientation, social class history, race, religion, etc.) that affect your
own family members and the family members of an individual or family.
2. For each member of the clinical family (or members of an individual client's family), fill out one
copy of the social matrix diagram with your best (subjective) understanding of each member's
place in the social matrix, i.e., how close you think he/she is to the center (e.g., as a member of a
dominant or privileged group) or to the margins (as a member of a marginalized or subjugated
group) for each social axis. Use more copies of the matrix if needed for a larger family. The more
marginalized one is, the further from the center and closer to the outer margin for any domain,
and the more privileged, the closer to the center. Connect the nodes on each axis and shade
inside the lines, as in the sample diagrams of a hypothetical family, attached.
3. Since you can't know where each person "truly belongs" along each axis, make your best
judgment. Hand in the diagram of the clinical family, disguising all names, workplaces, and other
identifying information. Neatly fill in relevant data next to the domain heading, e.g., "teacher,"
"Irish-American & Italian American," parents refugees from El Salvador," etc. Be sure to follow
the instructions on the worksheet, which includes pre-established scores on some domains, but
not on others.
• Note that distance from the center is determined not by whether the individual is in the minority
in relation to a particular domain, but rather whether that individual is marginalized (at or
near the margins) in that domain (e.g., the extremely wealthy are in the minority, but not
marginalized.) One individual may have considerable privilege (centrality) in some domains
and be marginalized in others. Notice how the patterns of marginalization and privilege for
each family member compare. At times, you will have a mixed status (e.g., one may be quite
marginalized nationwide in a given domain, but not particularly marginalized in one's own
community; in such a case, show both positions, and include an explanation on the matrix
figure.
4. Be sure to include some explanatory text, neatly written, next to each domain, e.g., under
"Family Im/migration History/ # of Generations in the Country" write countries of origin &
how many generations (if any) since immigration. That way, I can understand on what basis you
place people on the matrix figures.
5. Repeat the above process for the members of your own immediate family of origin, including
yourself, to the best of your knowledge and judgment. Note how patterns of marginalization and
privilege for each family member compare to each other and to members of the clinical family.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Social Matrix
Construction
(15 pts)
Social Matrices
are rich with
information;
accurately drawn;
labeled & easy to
read; includes all
significant family
members
Social Matrices
contains most
significant
information; 1-2
minor errors in
construction; little
difficulty in
reading; includes
most significant
family members
Social Matrices
lack some
significant
information; 2-3
major errors in
construction;
some difficulty in
reading; includes
few significant
family members
Social Matrices
lacks significant
information; has
4+ major errors in
construction; very
difficult to read;
includes no
significant family
members
Points 12-15 8-11 4-7 0-3
Matrix
Worksheet
(5 pts)
Answers
thoroughly and
completely
addresses
questions
Answers address
most of the
questions, albeit
sometimes
incompletely
Answers address
questions in a
haphazard or
superficial
fashion.
Answers do not
address
questions in any
meaningful
fashion.
Points 5 3-4 1-2 0
Genogram /Social Matrix Paper (15%)
This assignment asks you to think systemically about your clinical work with a family or with an
individual client about whose family you know a reasonable amount. It also asks you to explore how
the intersections of the different domains of relative privilege or marginalization for your own family of
origin shape your own operating assumptions and beliefs about family life, how those domains of
your own family's relative privilege or marginalization influence how you see the client family, and the
nature of your clinical work with the individual or family. It also asks you to consider how the clinical
family's operating assumptions, influenced by those family members' positions in the social matrix,
might differ from your own family's positions.
1. Write an 8 page (tops!) double-spaced, typed paper (excluding diagrams) about how you think
the different intersections of relative privilege or lack thereof, within the clinical family and
between them and your own family may affect the following:
• Different expectations and beliefs (narratives) about family life within the clinical family that are
relevant to the clinical work - what do they and you think is "healthy" or "appropriate or a
strength, problem, or weakness?" How do your respective family backgrounds and social
contexts influence your own beliefs, as well as the family beliefs?
• Moments in your therapeutic relationship with the client or client family which you think may
have involved misunderstandings based on the above differences, or which challenged your
assumptions about the clinical family (e.g., about what constitutes "healthy" family relationships
between the generations or genders, the "healthiness" of family members' relative
independence or interdependence, their expression or restraint of emotion, or the role of
spirituality in families).
• Integrate your answers to the questions from your family genogram. What are the
intergenerational, interactional patterns, transformative events, that have influenced my life and
professional development and how might the above affect my clinical work with couples and
families, both beneficially and problematically?
2. How has doing this assignment led you to think differently about the clinical family (or your own)
in any way, or to be curious about them in a new way? Explain.
• Explicitly distinguish between your beliefs, assumptions, conjectures client reports, and facts.
Focus on relationships, rather than reported or perceived characteristics of individual family
members.
• IMPORTANT: You are required to hand in diagrams for yourself and for all (or, in large families, at
least some representative) members of the clinical family. It is recommended but not required that
you also hand in the diagrams for the other members of your own family. You are required to write
about your own family's social locations (see below) in terms of how those locations might affect your
clinical work with your client family. This includes addressing domains you may not usually consider
for yourself, including your family's ethnicity(ies) and educational levels. The paper is incomplete
without diagrams for yourself and for each member of your client family, and without accompanying
descriptors that inform your placement of each person in each domain. I read the diagrams first, in
order to understand the social context for both families, before reading your paper.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Genogram/Social
Matrix Paper
Paper is
particularly
thoughtful and
well-written;
thoroughly and
completely
addresses
questions; is very
clear and
organized;
indicates excellent
capacity for selfreflection
Paper is
thoughtful and
well-written;
addresses most
of the questions,
albeit sometimes
incompletely or
somewhat
unsubstantially;
has minor
problems with
clarity and
organization;
shows good
capacity for selfreflection
Paper is
marginally
thoughtful and
written;
addresses
questions, in a
haphazard or
superficial
fashion; is
unclear and/or
disorganized;
shows marginal
capacity for selfreflection
Paper is
mechanical and
poorly written;
does not address
questions in any
meaningful
fashion; is very
unclear and/or
disorganized;
shows poor
capacity for selfreflection
Points 17-20 11-16 5-10 0-4
lntervention Paper (20% ):
In this paper, student’s will describe how they would work with the KING FAMILY, a case description
to be distributed in class, or the family depicted in the movie “What’s Eating Gilbert Grape?” As a
theoretical framework, choose between strategic, structural, or Bowenian therapy (choose one!).
The intervention paper should include some word for word interventions and demonstrate your
knowledge and understanding of the material as well as your ability to make effective and
appropriate applications from the theory to clinical practice. The paper should be 6 – 8 pages
double spaced.
• If you choose the movie, your scenario is that the family has been mandated into treatment by
CPS due to concerns of child neglect after Leonardo di Caprio’s final climb up the town tower.
For purposes of the paper, imagine the movie stops after the final conversation between the
oldest son and the mother in the family.
Be sure to address the following issues:
• How would the assumptions in the model shape your work with this family?
• Which family members would you want participating in therapy and why?
• What feelings about family members arise as you read the case description or watch the
film? How would these responses assist or interfere with your work?
• How would you describe the problem(s) affecting this family?
• What hypotheses do you have about the origin of the problem(s) and what maintains it in the
present?
• How would you think about engaging the members of the family?
• What would you actually “do” as the therapist? (This depends on the theory you use.) Be
specific in describing the interventions you would initiate. Somewhere in your paper include
a word-for-word communication to the family that reflects a significant intervention and/or
homework assignment.
• Be sure to consider how you would address the presenting problem (and the CPS mandate).
• How do you envision change occurring within this approach?
• What complications could you see arising in work with this family and how would you handle
them?
• How will you and the family know you are finished?
• What aspects of the model appeal to you and what aspects don’t fit as well?
These questions are intended to assist you in creating a coherent paper. Please do not
simply answer these as stand-alone questions.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Writing and
thinking style
Paper is extremely
well-written
reflecting excellent
clarity of thought
and organization
Paper is wellwritten
reflecting
minor confusion
in thought and/or
organization
Paper is
marginally
written, reflecting
muddled thinking
and some
disorganization
Paper is poorly
written, reflecting
considerable
confusion in
thinking and/or
organization.
Clinical
appropriateness
Interventions are
highly appropriate
respectful of
clients; accurately
and wellconstructed
Interventions are
appropriate;
indicates minor
criticalness/blame
towards client;
contains minor
errors in
construction.
Interventions are
somewhat
inappropriate;
indicates
considerable
criticalness/blame
towards clients;
contains 1 major
error in
construction.
Interventions are
inappropriate;
indicates
alarming and
potentially
damaging effects
on clients;
contains 2+ major
errors in
construction
appropriateness
Creativity Interventions are
extremely creative,
especially in
addressing clients’
idiosyncratic and
diversity issues.
Interventions are
creative and
adequately
address
uniqueness of
clients
Interventions are
simplistic and
only marginally
address diversity
issues
Interventions are
unimaginative
and pedestrian
and fail to
adequately
address diversity
issues
Conceptual
Skills
Interventions are
particularly wellconceptualized
within the given
theoretical
framework,
reflecting an
Interventions are
wellconceptualized,
reflecting a good
but not
completely
accurate or in-
Interventions are
marginally wellconceptualized,
reflecting gaps in
accuracy or
substance of
theoretical
Interventions are
poorly
conceptualized,
reflecting
significant gaps in
accuracy or grasp
of theoretical
accurate and
substantial grasp
of material
depth grasp of
material
material material
Points 34-40 21-33 9-20 0-8
Reaction Papers (3 papers, 5% each)
Write 3 different reaction papers to assigned DVDs. They should be two pages double spaced, and
be based on your own personal reactions one of the weekly DVDs. Clarity of ideas and integration
with the topic will be taken into consideration.
• In place of two reaction papers, students may opt to present a chapter from the text to
the class on the day that the chapter is due. Presentation should be approximately
15-20 minutes and include questions for the class that facilitate a discussion about
the topic (10%).
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Reactions
Papers to DVDs
Paper is
particularly
thoughtful and
well-written; is
very clear and
organized;
indicates excellent
capacity for selfreflection
Paper is
thoughtful and
well-written; has
minor problems
with clarity and
organization;
shows good
capacity for selfreflection
Paper is
marginally
thoughtful and
written; is unclear
and/or
disorganized;
shows marginal
capacity for selfreflection
Paper is
mechanical and
poorly written; is
very unclear
and/or
disorganized;
shows poor
capacity for selfreflection
Points 9-10 6-8 3-5 0-2
In Class
Presentations of
book Chapters
Presentation is
extremely wellstructured;
easily
followed and
understood;
covers all major
points in
considerable
depth and breadth
Presentation is
well-structured;
minor confusing
or tangential
statements made,
covers most key
areas, albeit
some lacking in
depth and/or
breadth
Presentation is
awkwardly
structured; is
sometimes
confusing and/or
tangential, covers
most major
points, albeit
quite superficially
Presentation is
rambling,
incoherent,
confusing, and/or
difficult to follow;
major points are
omitted and/or
are significantly
lacking in depth
and/or breadth
Points 17-20 11-16 5-10 0-4
Final Paper (20%):
There are two options for the final paper. The paper should be 8-10 pages double-spaced and is
due the last day of class. If you want me to review your paper for feedback, please turn it in several
weeks ahead of time so I can get it back to you in time for you to make changes before it is due.
Paper #1
Choose a Hollywood movie that involves a family and family interactions (you will need to discuss
which movie you are using ahead of time). In this paper, describe how you would work with the
family depicted in the movie using emotionally-focused therapy, feminist family therapy, solutionfocused
therapy, or narrative therapy.
• How would the assumptions of the model shape your work with this family?
• Which family members would you want participating in therapy and why?
• What feelings about family members arise as you watch the film? How would these
responses assist or interfere with your work?
• How would you understand the problem(s) affecting this family?
• How would you think about engaging the members of the family?
• What would you actually “do” as the therapist? (This depends on the theory you use.) Be
specific in describing the interventions you would initiate. Somewhere in your paper include
a word-for-word communication to the family that reflects a significant intervention and/or
homework assignment. This could be in the form of a therapy transcript, letter, or
communication from a therapy team observing the family.
• How do you envision change occurring within this approach?
• What complications could you see arising in work with this family and how would you handle
them?
• How will you and the family know you are finished?
• What aspects of the model appeal to you and what aspects don’t fit as well?
These questions are intended to assist you in creating a coherent paper. Please do not
simply answer these as stand-alone questions.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Writing and
thinking style
Paper is extremely
well-written
reflecting excellent
clarity of thought
and organization
Paper is wellwritten
reflecting
minor confusion
in thought and/or
organization
Paper is
marginally
written, reflecting
muddled thinking
and some
disorganization
Paper is poorly
written, reflecting
considerable
confusion in
thinking and/or
organization.
Clinical
appropriateness
Interventions are
highly appropriate
respectful of
clients; accurately
and well-
Interventions are
appropriate;
indicates minor
criticalness/blame
towards client;
Interventions are
somewhat
inappropriate;
indicates
considerable
Interventions are
inappropriate;
indicates
alarming and
potentially
constructed
contains minor
errors in
construction.
criticalness/blame
towards clients;
contains 1 major
error in
construction.
damaging effects
on clients;
contains 2+ major
errors in
construction
appropriateness
Creativity Interventions are
extremely creative,
especially in
addressing clients’
idiosyncratic and
diversity issues.
Interventions are
creative and
adequately
address
uniqueness of
clients
Interventions are
simplistic and
only marginally
address diversity
issues
Interventions are
unimaginative
and pedestrian
and fail to
adequately
address diversity
issues
Conceptual
Skills
Interventions are
particularly wellconceptualized
within the given
theoretical
framework,
reflecting an
accurate and
substantial grasp
of material
Interventions are
wellconceptualized,
reflecting a good
but not
completely
accurate or indepth
grasp of
material
Interventions are
marginally wellconceptualized,
reflecting gaps in
accuracy or
substance of
theoretical
material
Interventions are
poorly
conceptualized,
reflecting
significant gaps in
accuracy or grasp
of theoretical
material
Points 34-40 21-33 9-20 0-8
Paper #2
In this paper, relate the ideas in this course to your own family of origin and its influences on you as
a family therapist. Some areas to consider include:
• What are some of the dominant discourses and cultural stories that shaped your family?
• In what ways are you influenced by these stories, experiences and discourses? In what
ways have you sought out alternative discourses?
• How has your understanding of your family “story” (or stories) changed during your life?
• How does your experience of your own family influence the kind of work you would want to
do with families?
• What practices within your family would you want to carry forward with you into your life
and work? What would you prefer to leave behind?
• What theory in the course led to the best understanding of your own family and why?
Blend these areas into the paper rather than answering them as stand-alone questions.
Performance
Element
Exemplary
(A, A-)
Proficient
(B+, B, B-)
Emerging
(C+, C)
Unacceptable
(F)
Writing and
thinking style
Paper is extremely
well-written
reflecting excellent
clarity of thought
and organization
Paper is wellwritten
reflecting
minor confusion
in thought and/or
organization
Paper is
marginally
written, reflecting
muddled thinking
and some
disorganization
Paper is poorly
written, reflecting
considerable
confusion in
thinking and/or
organization.
Self –Reflection Discussion
thoroughly and
completely
addresses
questions;
indicates excellent
capacity for selfreflection
Discussion
address most of
the questions,
albeit sometimes
incompletely or
somewhat
unsubstantially;
shows good
capacity for selfreflection
Discussions
address
questions in a
haphazard or
superficial
fashion; shows
marginal capacity
for self- reflection
Discussions do
not address
questions in any
meaningful
fashion; shows
poor capacity for
self- reflection
Cultural
Awareness
Answers are
extremely
thoughtful,
especially in
addressing
idiosyncratic and
diversity issues.
Answers are
thoughtful and
adequately
address diversity
issues
Answers are
simplistic and
only marginally
address diversity
issues
Answers are
unimaginative
and pedestrian
and fail to
adequately
address diversity
issues
Conceptual
Skills
Discussion is
particularly wellconceptualized
within the given
theoretical
framework,
reflecting an
accurate and
substantial grasp
of material
Discussion is
wellconceptualized,
reflecting a good
but not
completely
accurate or indepth
grasp of
material
Discussion is
marginally wellconceptualized,
reflecting gaps in
accuracy or
substance of
theoretical
material
Discussion is
poorly
conceptualized,
reflecting
significant gaps in
accuracy or grasp
of theoretical
material
Points 34-40 21-33 9-20 0-8
a. Course Grading System:
Grading and Evaluation:
10% Participation and Attendance
10% Genogram Assignment
10% Social Matrix Assignment
15% Social Matrix / Genogram Paper
15% Reaction Papers / Chapter Presentation
20% Intervention Paper
20% Final Paper .
100%
Grades:
A 100-93
A- 92-90
B+ 89-87
B 86-83
B- 82-80
C+ 79-77
C 76-73
F 72 and below
5. Grading Rubrics (In General):
1. EXEMPLARY: Students receiving A's will demonstrate excellence by fully and creatively fulfilling
the major learning objectives, along with clear, organized, and succinct written presentations.
Knowledge, comprehension, applications, synthesis, analysis, and critical thinking will all be
factors considered in the final grade. Self- observing skills will be strongly in evidence in relevant
course assignments. Thoughtful integration of awareness of diversity factors and case materials
will be evident in course examinations. Students will also demonstrate completion of readings
and thoughtful observations in class discussions, which contribute to the development of
conversation and also acknowledge the contribution of others.
2. PROFICIENT; Students receiving B's will demonstrate a fundamental mastery of the critical
course concepts and methodology in all major areas, with clear and professional written
presentations. Achievement of learning objectives will be clearly evident, but the student will not
have exceeded the basic course expectations.
3. EMERGING. Students receiving C's will have minimally demonstrated the ability to recognize
critical concepts and connect such concepts to clinical data, or observe and document the
relationship between different realms of data. There is little evidence of growth in the capacity to
self-observe internal reactions. Written presentations are unprofessional, with little evidence of
critical review (multiple typos, grammatical errors, confusing sentences, lack of documentation).
Class participation is minimal, with minimal efforts to address with instructor.
4. UNACCEPTABLE: Students receiving F's will not have sufficiently demonstrated the ability to
recognize critical concepts and connect such concepts to clinical data, nor observe and
document the relationship between different realms of data. There is virtually no evidence of
growth in the capacity to self-observe internal reactions. Written presentations are
unprofessional, with virtually no evidence of critical review (multiple typos, grammatical errors,
confusing sentences, lack of documentation). There is virtually no self-initiated class
participation, with no efforts to address with instructor.
*NOTE Attention in grading will be paid to writing skills. Students can and will be failed for
poor writing and conceptualization skills.
III. Course Readings and Materials:
Required Reading (Texts in Bold):
Schwartz R.C. & Nichols, M.P. (2008). Family therapy: Concepts and methods (8th ed.). Boston, MA.
Pearson/Allyn & Bacon.
Brock, G.W. & Barnard, C.P. (2009). Procedures in marriage and family therapy (4th ed.). Boston, MA.
Pearson/Allyn & Bacon.
Articles available on e-reserves and on the course website – see course outline
Recommended Reading:
Bengtson, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook
of family therapy & research. Thousand Oaks, CA: Sage Publications.
Liddle, H.A., Santisteban, D.A., Levant, R. F,, &Bray, J. H. (Eds.) (2002). Family psychology. Sciencebased
interventions. Washington, DC: American Psychological Association.
McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms; Assessment and intervention (2nd
ed.). New York, NY: W. W. Norton.
Thomas, L., et al. (Eds.) (2003) Handbook of family therapy: The science and practice of working with
families and couples. New York, NY. Brunner-Routledge Press.
Waldegrave, C., Tamasese, K., Tuhaka, F., & Campbell, W. (2003). Just therapy-A journey: A collection of
papers from the just therapy team, New Zealand. Adelaide, New Zealand: Dulwich Centre.
III. Course Outline
Please note: we may spend more time on some topics as needed, and conversely, may move more quickly
over other topics.
Week 1
August 31
Introduction to the Course
Review of the course syllabus and requirements and student introductions
Respectful engagement with families
Sept 7th
No Class
Labor Day Holiday
THEORETICAL OVERVIEW OF FAMILY THERAPY
Week 2
Sept 14th
The Historical Context of Family Therapy: Systems Therapy
Thinking systems: shifting paradigms.
Reading:
• Nichols and Schwartz, Chapters 1, 2, & 15
“Ordinary People” Exercise
Week 3
Sept 21st
Theoretical Basis of Family Therapy: Systems Theory
• Nichols & Schwatz, Chapters 3 & 4
• Haley, Conducting the first interview
“Ordinary People cont”
DVD: the Daughter who said “No”
Week 4
Sept 28th
Theoretical Basis of Family Therapy: Postmodern Ideas
• Nichols & Schwatz, Chapters 11
• William Doherty, Family Therapy Goes Post-Modern
• Freedman & Combs, Shifting paradigms & The narrative metaphor
DVD: Partners in strength, Freedman and Combs
JOINING WITH FAMILIES
Week 5
Oct 5th
Engaging Families in treatment
The Family Lifecycle / Genograms
Genogram Exercise
Readings:
• McGoldrick, M Genograms
• Madsen: collaboration is a two way street
• Szapocznik, Engagement: How to get the family into therapy
• Brock & Barnard - Chapter 2
DVD: TBA
Reaction Paper #1
(if doing 3 reaction papers, it would be a good Idea to get one in this week)
Week 6
Oct 12th
Diversity issues in families/Alternative Family forms
• Fish & Harvey: Family therapy and Queer theory in
Nurturing Queer youth: Chapter 1
• Green & Mitchell: Lesbian and gay couples
• Hardy, Not Quite Home
• Hardy, The Psychological Effects of Opression
• Boyd-Franklin, Cultural, Racial and Socionomic issues
DVD: TBA
Genogram Assignment Due
Week 7
Oct 19th
The Social Context of Families
Using the social matrix
Assessing Families
• Working with multi-stressed families, Chapter 1, Bill Madsen
• Focusing Your Wide Angle Lens, Betty Carter
• Family Resilience, Froma Walsh
• What we see is what we get, Bill Madsen
DVD: Helping a child become an adult, Harry Aponte
ACTION STRATEGIES WITH FAMILIES
Week 8
Oct 26th
Bowenian Family Therapy
• Nichols & Schwartz – Chapter 5
• Monica McGoldrick, Advances in Coaching
DVD: TBA
Social Matrix Assignment Due
Week 9
Nov 2nd
Structural / Strategic Family Therapy:
Leadership and Organization
• Nichols & Schwartz, Chapters 6 & 7
• Szapocznik, Understanding Families as Structural Systems
• Sells, Treating Out of Control Adolescents.
DVD: TBA
Genogram/Social Matrix Paper Due
Week 10
Nov 9th
Experiential Family Therapy/Cognitive Behavioral Family Therapy:
Attachment and Emotions in Family Therapy
• Nichols & Schwartz, Chapter 8 & 10
• Diamond, Attachment based family therapy
• Johnson, Introduction to Attachment
• Johnson, Emotionally Focused Family Therapy
DVD: TBA
Week 11
Nov 16th
PostModern Ideas: Solution Focused Therapy & Feminist Family Therapy
• Nichols & Schwartz, Chapters 12
• Weiner-Davis, In Praise of Solutions
• Walters et al, Toward a feminist perspective in family therapy
• Sinacore & Enns, Diversity Feminisms
• O’Hanlon, The Third Wave
DVD: TBA
Intervention Paper Due
Week 12
Nov 23rd
PostModern ldeas II: Narrative Therapy
• Nichols & Schwartz, Chapters 13
• White & Epston, Externalizing of the problem
• Freeman, Epston, & Lobovits, Thinning the plot, thickening the
counterplot
• Mary Wylie, Panning for Gold
DVD: Sneaky Wee, Michael White
Week 13
Nov 30th
Integrative Models of Family Therapy
• Nichols & Schwartz, Chapters 14
DVD: Magic 1-2-3
Turn in final paper online this week for Review
(not required and not graded, I will give feedback and return it to you by Dec
7th)
Week 14
Dec 7th
Evidence-Based Family Therapy Models & Family Therapy Research
• Nichols & Schwartz, Chapters 16
• Szapocznik, BSFT and Overview
Reaction Papers due if not already turned in earlier
Week 15
Dec 14th
Putting it all together/ Final
Final Paper Due
V. Right to Alter Syllabus
This syllabus does not constitute a contract between the instructor and the students in the course. While
every effort will be made to present the material as described the instructor retains the right to alter the
syllabus for any reason at any time. When such changes are made every effort will be made to provide
students with both adequate notification of the changes and to provide them with sufficient time to meet any
changes in the course requirements.
VI. Course Specific Policies
Behavioral Expectations/Attendance
A. Attendance, Lateness, Missed Exams or Assignments: Everyone is expected to attend each
class. Missing classes will result in a lowered participation grade.
a. If the first class session is missed, the instructor may assume that the course has been
dropped, so all students need to contact the instructor if they cannot attend or have missed
the first class session.
b. If you must miss a class, please get the lecture/discussion notes from a classmate and see
me to arrange a remediation assignment. Please turn off cell phones and pagers during
class or put them on vibrate. More than two absences without completing make-up work
will affect your overall grade.
c. It is extremely important that students arrive on time to class. Tardiness at the start of the
class, as well as after breaks, will result in subtracting points from student's overall
performance. Additionally, please avoid being late by planning for possible traffic delays.
B. Cancellation of Registration: The University reserves the right to cancel the registration of any
student who does not comply with Alliant rules, regulations, or policies including the nonpayment of
tuition fees.
a. Cancellation of Online Course Registration: Student tuition will not be charged for
administrative withdrawal from an online course. The drop will not be reflected on the
student transcript. See the University Catalog for the complete policy on attendance
C. Grading Policy: Grading in this course is competency based. Assignments are graded as either
having demonstrated competence in the area targeted or failing to demonstrate competence.
Demonstration of competence will result in a student receiving a “B” in the course. Students who
demonstrate particular creativity or competence on their first submission of an assignment will
receive an “A”. Students may resubmit a paper on which they receive a grade of “C” or lower two
additional times within the semester in order to demonstrate competence. If competence is not
demonstrated by the end of the semester, initial grade stands.
a. All assignments are due on time. Late assignments will result in a decrease of one letter
grade. Late papers or assignments will not be accepted without prior clearance from the
instructor. Any assignments turned in late will automatically be lowered one full grade.
Assignments are considered late if they are not turned in during the class time on the date
the assignment is due.
D. Information on Participation/types of participation required by the course: This course
requires active participation in discussions and role-plays. We will be working interactively with the
theories and interventions presented in class.
E. Instructor Assumptions: This course requires a critical, analytic and synthetic approach to the
reading. It is assumed that you will complete all of the required readings participate in discussions
with an integrative understanding of what you have read. Lectures will provide some guidance and
summative material. Interactive e-mail and discussion will give the student access to the
instructors’ feedback and knowledge when class is not meeting.
a. Read and the study the APA Manual (I will be using the newest version that was just
released in my evaluation of your written work). Pay particular attention to the sections that
deal with constructing references, headings, how to write and phrase ideas, making tables,
etc. This manual is the guide to the creation of all documents at CSPP and in the field of
psychology. You must become very familiar with its usage. Remember the APA manual is
also a guide that addresses style issues, and goes beyond structure and format.
b. The following outlines the specifications for papers. **One-inch margins, a cover sheet
in APA form and style, and a page of references. Page numbers should start on the first
page. The page numbers should appear on the top right margin without regard to the 1-
inch margin rule. Be sure to adhere to the paper length requirement and due dates stated
in each learning activity.
INFORMATION APPLYING TO ALL COURSES
I. Program, Campus, School and University Policies
A. Policy on Course Requirements During Religious Holidays: In keeping with the institution’s
commitment to respect and affirm cultural, religious, and spiritual diversity, the University supports the
rights of students, staff, and faculty to observe religious/cultural/spiritual obligations that conflict with
the University’s schedule. Faculty instructors and staff/administrative supervisory personnel are
expected to make reasonable accommodations when a student or an employee is absent from class or
work because of religious/cultural/spiritual observance.
A student who plans to be absent from class because of a religious/cultural/spiritual observance is
expected to request accommodations by his/her instructors at least two weeks prior to the date in
question, and preferably within the first two weeks of the semester. A student who makes such a
request in advance must be given the opportunity to make up the work that was missed, provided that
the make-up work does not create an unreasonable burden on the instructor or the University.
Students should suffer no adverse or prejudicial effects for missing class when they have given due
notice in advance. However, absence from classes or from examinations does not relieve students of
the responsibility for meeting the course requirements. This policy does not change existing course or
academic program policies with respect to the impact of absences or missed class time on the
student’s evaluation. However, instructors are encouraged to consider whether students, who,
because of religious/cultural/spiritual observance, miss more than the expected class time, might do so
without penalty. It is understood that the instructor’s ability to do this will likely be based on the
characteristics and expectations of the particular course and the importance of maintaining the quality
of the academic program.
B. Responsibility to Keep Copies: Remember – it is good practice to keep copies of ALL major
assignments/papers you turn in. On rare occasion, work may be lost because of computer failure or
other mishaps.
C. Respectful Speech and Actions: Alliant International University, by mission and practice, is
committed to fair and respectful consideration of all members of our community, and the greater
communities surrounding us. All members of the University must treat one another as they would wish
to be treated themselves, with dignity and concern. As an institution of higher education, Alliant
International University has the obligation to combat racism, sexism, and other forms of bias and to
provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for
psychology students) and the Academic Code shall be the guiding principles in dealing with speech or
actions that, when considered objectively, are abusive and insulting.
D. Academic Code of Conduct and Ethics: The University is committed to principles of scholastic
honesty. Its members are expected to abide by ethical standards both in their conduct and in their
exercise of responsibility towards other members of the community. Each student’s conduct is
expected to be in accordance with the standards of the University. The complete Academic Code,
which covers acts of misconduct including assistance during examination, fabrication of data,
plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among
others, may be found in the Alliant Catalog. The University reserves the right to use plagiarism
detection software.
E. Student Disclosure of Personal Information: Students may be required to participate in learning
activities that require different levels of self-disclosure. These multiple evaluative areas include but are
not limited to, demonstration of sufficient: 1) interpersonal and professional competence; b) selfawareness,
self-reflection and self-evaluation; c) openness to processes of supervision; and d)
resolution of problems or issues that interfere with professional development or functioning in a
satisfactory manner. (The complete CSPP policy on disclosure of personal information is contained in
the Alliant catalogue.)
F. Academic Standing: Within CSPP students remain in Good Academic Standing unless they meet
one of the following criteria. Students are placed on Warning if they receive 1 grade of C or lower.
Students are placed on Probation if they receive 2 Cs or 1 C and 1 D/F in the first 60 units of their
program OR 3 Cs or 2 D/Fs and 1 C. Students will be terminated from the program if their GPA falls
below a 3.0 or they remain on Probation for 2 consecutive semesters. The complete CSPP Academic
Standing policy is contained in the Alliant catalogue.
II. Accommodations and Resources
A. Disability Accommodations Request: If you need disability-related accommodations in this
class, please see me privately. All accommodations must be requested in a timely manner (at
least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you
have questions about accommodations, please contact the Office of Disability Services.
B. Resources for Obtaining Tutoring or Other Student Support Services:Tutors are available to
help students with course-based or exam-based needs. Contact the Director of Student Support
Services for information on obtaining tutoring – or other student support services – on your
campus.
C. Problem Solving Resources: If problems arise with faculty, other students, staff, or student
support services, students should use the University Problem Solving Procedures located on the
web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or
contact the University Ombudsperson at rkunard@alliant.edu.